This research analyses school violence in students with disabilities in an educational institution in Bogota D.C. The objectives that guided the study were aimed at understanding, characterizing, and interpreting the emergencies of violence, their approaches, and the results in the ways of dealing with them within the educational establishment. As main categories: disability as part of the human condition, school as an institution, and violence as a social phenomenon. Methodologically, the case study was chosen, information construction techniques such as interviews, documentary review, observation, pedagogical social cartography, open writing, and survey were used. The analytical perspective, of an interpretative nature, had as its reference thematic analysis. The research is part of the Research Line in Education and Pedagogy of the Master's Degree in Educational and Social Development of the National Pedagogical University. The work outlined here constitutes an opportunity to problematize the cultural place of disability in school and its relationship with the different types of violence that can manifest themselves in it. The main results were the identification of apparently subtle aggressions against students with disabilities such as mockery and gestures, teacher resistance to accompany the training of these students, socio-cultural segregation policies, and the identification of certain discourses that legitimize exclusion in the institution.